Pursuant to the state open records law, Or. Rev. Stat. Secs. 192.410 to 192.505, I write to request access to and copies of the following documents maintained by University of Oregon :
1. For the below list of courses (Appendix A), a syllabus for one section of each course offered during the 2010-2011 school year, not including summer sessions.
2. For any math courses not included in Appendix A that students in the following programs are required to take, a syllabus for one section of each course offered during the 2010-2011 school year, not including summer sessions. By "required," we mean specifically included in the minimum course of study for those programs. If a course is in a list of options that students may choose from to fulfill a credit category requirement, we do not consider that course required.
o M.S. in Special Education with Authorization in Middle/Secondary for G - Middle Level / High School Special Education Authorization (5-12) Certification
o M.ED in Curriculum and Teaching with Authorization in Early Childhood/Elementary for G - Early Childhood Education / Elementary Authorization (PK-8) Certification
3. For the included list of early reading courses (Appendix B), a syllabus for every section of each course offered during the 2010-2011 school year, not including summer sessions.
o M.S. in Special Education with Authorization in Middle/Secondary for G - Middle Level / High School Special Education Authorization (5-12) Certification
o M.ED in Curriculum and Teaching with Authorization in Early Childhood/Elementary for G - Early Childhood Education / Elementary Authorization (PK-8) Certification
4. For any courses focused on early reading instruction not included in Appendix B that students in the following programs are required to take, a syllabus for every section of each course offered during the 2010-2011 school year, not including summer sessions. By "required," we mean specifically included in the minimum course of study for those programs. If a course is in a list of options that students may choose from to fulfill a credit category requirement, we do not consider that course required. We are not requesting courses in children's literature that focus exclusively on introducing candidates to the genres and history of children's literature.
o M.S. in Special Education with Authorization in Middle/Secondary for G - Middle Level / High School Special Education Authorization (5-12) Certification
o M.ED in Curriculum and Teaching with Authorization in Early Childhood/Elementary for G - Early Childhood Education / Elementary Authorization (PK-8) Certification
5. Degree plans (also known as advising plans or 4-year plans) for students in the following programs.
6. Student teaching handbooks for the following programs. If any of these programs share student teaching handbooks, only one copy of the handbook is needed.
7. College of Education handbooks intended to serve as guides to the overall program for students in the following programs, if they are different from the student teaching handbooks requested in #6.
o M.S. in Special Education with Authorization in Middle/Secondary for G - Middle Level / High School Special Education Authorization (5-12) Certification
o M.ED in Curriculum and Teaching with Authorization in Middle/Secondary for G - High School Authorization (9-12) Certification
o M.ED in Curriculum and Teaching with Authorization in Early Childhood/Elementary for G - Early Childhood Education / Elementary Authorization (PK-8) Certification
8. Handbooks distributed to cooperating teachers, if they are different from the student teaching handbooks requested in #6.
9. Handbooks distributed to university student teaching supervisors, if they are different from the student teaching handbooks requested in #6.
10. College of Education handbook of general policies and practices. This may be intended primarily for faculty and is different from student teaching handbooks and general handbooks for students requested in #6 and #7.
11. Contracts or memoranda of understanding between you and school districts in your state that outline the requirements, processes, responsibilities, and/or expected outcomes of student teaching.
12. A blank copy of any letter, or other document, which is sent to principals or districts specifying minimum criteria for cooperating teachers and/or explaining the process by which cooperating teachers are provided.
13. A blank copy of any forms or applications which principals or districts return to you to provide information about cooperating teachers.
14. A blank copy of any forms or applications completed by prospective cooperating teachers and returned to you.
15. Information that shows whether any out-of-state or international student teaching placements are available to students.
16. Formative and summative student teaching evaluation forms used by cooperating teachers and/or university supervisors to evaluate and provide feedback on student teaching, and the rubrics used for their evaluation.
17. Lesson and/or unit planning templates that teacher candidates are required to use during student teaching, and the rubrics that are used to grade them.
18. Descriptions of any culminating assignments for teacher candidates, such as exit portfolios or teacher work samples, and the rubrics that are used to grade them.
19. A blank copy of any survey instruments used to poll alumni regarding preparation and job status.
20. A blank copy of any survey instruments used to poll employers of alumni, such as principals or districts, on the classroom performance, evaluation, and/or retention of alumni.
21. A list of K-12 schools that are used for field placements and/or student teaching.
22. Policy guidelines describing the selection of K-12 schools that are used for field placements and/or student teaching.
23. Policy guidelines describing how teacher candidates are exposed to the teaching of high-poverty students in effective and high-performing K-12 schools.